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Abstract

Abstract

This article presents findings from a case study within a broader research project that explored the impact of a teacher education module on the development of six pre-service teachers’ (PSTs) competencies for integrating technology-mediated language learning tasks into young learner English as a foreign language (EFL) classrooms. Conducted over a 15-week undergraduate course, the module followed the principles of a sociocultural approach to L2 teacher education (Johnson, 2015) and was offered consecutively for two semesters at a German university specializing in teacher education. Specifically, this article spotlights the development of Julia, one of the participants, detailing her evolving understanding of technology-mediated language learning tasks through various assignments within the module. The objectives of the study were: first, to trace Julia’s evolving understanding of the concept of technology-mediated language learning tasks and, secondly, to discuss how the teacher education activities created space for strategic mediation that facilitated her learning processes. Data were collected through in-depth individual interviews, video-recorded school lessons, audio recordings of seminar sessions, and analysis of an 80-page reflective report submitted by Julia. The findings indicate Julia’s shift from solely concentrating on technology to recognizing the crucial role of pedagogical design in maximizing technology-mediated task-based language teaching (TBLT) benefits.

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2025-03-24
2025-04-25

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/content/journals/10.1075/ltyl.24006.cut
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Integrating technology-mediated language learning tasks into the young learner English as a foreign language classroom
John Benjamins ; https://doi.org/10.1075/ltyl.24006.cut
/content/journals/10.1075/ltyl.24006.cut
/content/journals/10.1075/ltyl.24006.cut
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  • Article Type: Research Article
Keywords: technology-mediated tasks ; TBLT ; young learner classroom ; pre-service teachers ; TEFL ; competence development

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